The Effect of Concept Learning with Embedded Instruction to the Students with Intellectual Disabilities

Abstract

The aim of this research is to analyse the effect of teaching half concept embedded in sandwich making skills for the students with intellectual disabilities. The participants of this research consists of three students between the ages of 11 and 14 with mild intellectual disabilities and continue their education in a practice school in Ankara province. In this research, multiple probe design method is used in this single subject experimental design research model. At the end of the research, the concept teaching embedded in sandwich making skill is effective in acquiring the half concept by two participants in the material of concept measure, but did not work in one participant. Furthermore, the received findings showed that participants acquire and maintain half concept and generalize it to the different people after four and six weeks later when the practice session is completed. When social validity of the research is analysed, the practisers stated that embedded instruction is an easy and effective method to apply. Research findings are discussed within the scope of relevant literature and suggestions are provided for implementation. 

Keywords

• embedded instruction,intellectual disability,concept learning

Zihinsel Yetersizliği Olan Öğrencilere Gömülü Öğretim Yöntemi İle Sunulan Kavram Öğretiminin Etkisi

Abstract

Bu araştırmanın amacı, yarım kavramının sandviç yapma becerisinin içerisine gömülerek öğretilmesinin, zihinsel yetersizliğe sahip öğrencilerin bu beceri ve kavramı kazanmalarına olan etkisinin incelenmesidir. Araştırmanın katılımcılarını Ankara ilinde bir eğitim uygulama okuluna devam eden, yaşları 11 ile 14 arasında değişen hafif zihinsel yetersizliği olan üç öğrenci oluşturmuştur. Araştırmada, tek denekli deneysel desenlerden denekler arası yoklama evreli çoklu yoklama deseni kullanılmıştır. Araştırmanın bağımlı değişkeni, katılımcıların sandviç yapma becerisini ve yarım kavramını kazanma düzeyleri, bağımsız değişkeni ise sandviç yapma becerisinin içine yarım kavramının gömülerek öğretilmesidir. Araştırma sonucunda, üç katılımcının da sandviç yapma becerisini kazandıkları görülmektedir. Ek olarak yarım kavramının sandviç yapma becerisinin içerisine gömülerek öğretilmesinin, bu kavramın kazanılmasında iki katılımcı için etkili olduğu; bir katılımcı için etkili olmadığı görülmüştür. Ayrıca, elde edilen bulgular, katılımcıların beceriye ilişkin kazanımlarını, uygulama evresi tamamlandıktan dört ve altı hafta sonra da sürdürdüklerini göstermiştir.

Keywords

• Gömülü öğretim,Zihinsel yetersizlik,Kavram öğretimi

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